101 with Dope Candi

Candice Boggerty aka Dope Candi inside her audio production class at Centennial High School.

Music Technology Educator at

Centennial High School in Compton, CA

Hailing from Detroit, Candice Boggerty—aka Dope Candi—is a genre-blending producer, composer, DJ, and standout Save The Music educator known for her fearless fusion of hip-

hop, R&B, and alternative sounds. After receiving our J Dilla Music Technology Grant, she has taken her audio production class at Centennial High School in Compton, CA to new heights. This Teacher Appreciation Week, we are celebrating her powerful impact in the classroom and beyond. Read our latest interview below to learn more about her journey as a powerhouse in production—and her advice for young girls breaking into the industry.

What inspired you to become a music educator, and how has your journey evolved over the years?

Music was my safe space growing up—the place where I found my voice, my confidence, and a sense of belonging. That experience inspired me to become a music educator. I wanted to create that same environment for young people, especially those who might not always have access to creative opportunities.

Over the years, my journey has evolved from simply teaching skills to building pathways—helping students not just learn music production and performance but also see new possibilities for their lives. Watching my students grow from curious beginners to confident creators has been the most rewarding part. Each performance, each beat they produce, each moment of self-expression reminds me that music doesn’t just teach—it transforms. My purpose is deeper now: empowering students to believe in their creativity, their future, and their ability to tell their own stories.

Can you describe the moment you realized the impact you were making on your students?

I truly felt the impact of my work when I watched Jose Ibarra and Jeremiah perform at the LA Music Saves event They stood on that stage with confidence, performing music they created and loved, in front of some of the biggest names in the industry. It lit a fire inthem—to keep learning, to keep creating, and to see themselves belonging in those spaces.

Another unforgettable moment was when one of my autistic students, usually nonverbal, bravely went on stage to share his beats. Since then, he has found new ways to express himself and has become an active voice in our class projects. Moments like these remind me that it’s not just about teaching music; it’s about unlocking dreams, building confidence, and helping students believe in who they are and who they can become.

Through music, my students are finding their voices—and they’re dreaming bigger than ever before.

Dope Candi and her students Jose Ibarra and Jeremiah at Save The Music’s Event ‘LA Music Saves.’

What barriers have you seen (or personally faced) for women entering music production and audio engineering spaces?

One of the most significant barriers I’ve seen for women entering music production and audio engineering is a lack of representation and mentorship. Historically, the industry has been dominated by men, which creates an environment where women may feel out of place or unsure of their potential in these spaces. Additionally, women often face challenges around being taken seriously, with their ideas or skills sometimes overlooked orundervalued. This can discourage many from pursuing careers in production or engineering.

Personally, I’ve faced similar challenges, but I’ve always been driven by the belief that women have a unique perspective and valuable contributions to make in the industry. Over time, I’ve seen these barriers begin to break down, especially as more women step into roles of leadership, mentorship, and visibility. The shift towards greater inclusivity and equal opportunity is slow, but every time we elevate a woman’s voice in music, we move one step closer to changing the narrative.

How do you create an inclusive and empowering environment for girls and young women in your classroom or studio?

Creating an inclusive and empowering environment for girls and young women in my classroom or studio starts with fostering a culture of support, respect, and encouragement. I teach in a diverse environment of both genders, where historically, men have led the spaces as producers, engineers, and mentors. I make sure that every student’s voice is heard and that they know their ideas matter. It’s important to me that both young women and young men see a woman in a position of leadership, whether that’s as an instructor or mentor. This visibility not only helps young women feel represented, but it also encourages young men to recognize the value of diverse perspectives in the studio. I also emphasize collaboration, where students learn from and uplift each other, rather than feeling like they must compete. By creating an environment where both genders feel supported and equally valued, I hope to empower all my students to dream bigger, take risks, and push beyond boundaries, both in the classroom and in their future careers.

Inside the audio production classroom at Centennial High School.

Can you share a success story of a female student who found her voice through music tech or production?

One of the most inspiring success stories is that of Aubriana Flowers, a talented artist and producer. Focused primarily on her role as an artist, I think she has doubted her technical abilities, however, after joining the program, she gained hands-on experience and mentorship that helped her not only develop her production skills but also gain the confidence to embrace her identity as both an artist and a producer.

Aubriana’s journey culminated in her participation in the Lennon Bus project we completed this past summer, where she contributed her unique voice and creativity to the project “Ain’t Nothing Like This” in partnership with Dolby. By the end of the year, she was not only producing her own tracks but also collaborating with classmates for other work-based learning opportunities. Her growth went beyond just technical skills—she became a leader and role model, especially for other female students who were hesitant about pursuing music technology.

Aubriana’s success is a powerful reminder of how music education can empower young women to break barriers in fields where they are often underrepresented and find their voice in the process. Her story continues to inspire others to step into their own power and reach for new opportunities.

What kinds of curriculum or tools have you found most effective in engaging girls in music technology?

To engage girls in music technology, I have found that incorporating hands-on, project-based learning is the most effective approach. Allowing students to work on real-world projects—like producing their own music, sound design for films, or creating podcasts—gives them ownership and helps them see how their creativity can directly impact the final product. The most engaging tool for girls also includes collaboration with community, mentorship, and role models—whether through guest speakers, workshops, and work-based learning projects, where they can interact with successful women in music tech. Seeing women in leadership roles, producing their own music, and working in technical fields helps them visualize a pathway for their own success.

What advice would you give to young women who might feel intimidated by the technical side of music?

My advice to young women who might feel intimidated by the technical side of music is to remember that the technical aspects are just tools to help you express your creativity. Don’t let the gear or jargon overwhelm you; instead, focus on your vision and how technology can bring your ideas to life. Every expert in the field started as a beginner, and it’s perfectly okay to make mistakes and learn along the way. Take it one step at a time—ask questions, seek out mentorship, and surround yourself with a supportive community that values your perspective. The more you engage with the technical side, the more it becomes second nature. Most importantly, trust in your voice and your creativity. The technical skills will follow as you continue to experiment and grow, and you’ll see how the technology can amplify your unique sound and style. Don’t let fear hold you back; the industry needs more women bringing their creativity and expertise to the table.

How important is representation in the classroom when teaching about roles in music technology?

Representation in the classroom is incredibly important when teaching about roles in music technology. Seeing someone who looks like you, or shares similar experiences, can be a powerful motivator. When students—especially young women or students from underrepresented communities—see themselves reflected in the professionals and mentors they’re learning about, it helps them envision a future for themselves in those roles. In music technology, where there is still a noticeable lack of diversity, it’s crucial to highlight the trailblazers who have broken through barriers, as well as to bring in diverse role models who are actively working in the field today. This not only encourages students to pursue these careers but also shifts the narrative, showing them that music production, engineering, and tech are spaces for everyone.

Who are some female artists or producers you highlight in your teaching, and why?

One of the first names that comes to mind is Missy Elliott—she’s not only an iconic artist but also a groundbreaking producer and songwriter who pushed the boundaries of sound

and production in hip-hop and beyond. Alicia Keys, whose career as a singer, songwriter, and producer is a testament to the power of owning your creative vision. Her success as a producer has shattered stereotypes and shown that women can excel in both the artistic and technical sides of music.

Additionally, Marcella Araica, also known as Ms. Lago, is a Grammy-nominated and ASCAP award-winning mixing engineer. She has worked with artists such as Britney Spears, Madonna, Usher, and Keri Hilson, and has been instrumental in shaping the sound of contemporary pop and R&B. Her journey from self-taught beat maker to industry leader serves as an inspiring example of perseverance and passion in a male-dominated field.

What does female empowerment in music education look like to you—both in theory and in practice?

To me, female empowerment in music education means creating an environment where women feel confident, valued, and capable of excelling in both creative and technical roles. In theory, it’s about dismantling the barriers that have traditionally limited women in music and ensuring that they have equal opportunities to lead, innovate, and influence the industry. In practice, it means providing mentorship, representation, and resources thatenable young women to see themselves not just as artists but as producers, engineers, and leaders in the field. It’s about actively showcasing female role models, celebrating their achievements, and creating spaces where women can collaborate, learn, and experiment without fear of judgment or bias. Female empowerment in music education isn’t just about teaching skills—it’s about cultivating an atmosphere where women feel they belong, are respected, and can fully embrace their creative potential.

What changes would you like to see in how music technology is taught to better support and uplift women?

First, I would like to see more female role models integrated into the content we teach, showcasing their accomplishments in both the creative and technical sides of the

industry. Representation matters because it helps students, especially young women, visualize themselves in these roles. Second, I believe mentorship is key. Women need to have mentors who understand their unique challenges and can offer guidance and encouragement as they navigate the industry. It’s important for women to have access to networks and support systems that will help them succeed. Lastly, the classroom environment should be one where women feel empowered to experiment, collaborate, and make mistakes without fear of judgment or bias. This means creating spaces where both men and women are encouraged to contribute equally, and where ideas from women are valued just as much as those from men.

What’s one big dream you have for the future of young women in music tech and education?

One big dream I have for the future of young women in music tech and education is to see a world where women no longer have to fight for visibility or recognition in the industry. I envision a future where young women in music technology are not only equal participants but are leading and shaping the industry alongside their male counterparts. This would mean seeing more women in top roles as producers, engineers, and executives, with their contributions valued and celebrated on the same stage as men. I dream of a time when mentorship programs, opportunities, and networks for women in music tech are the norm, and where every young woman entering the field feels confident in her ability to succeed and innovate. Ultimately, my dream is for the next generation of women to feel empowered to dream bigger, take risks, and break through the barriers that still exist—knowing that the future of music tech is theirs to shape.

Ma Dukes (J Dilla’s mother) and Dope Candi at Wayne State during profession development workshop
led by Dope Candi in partnership with Save the Music Foundation.

From spinning at events like ComplexCon, NCAA March Madness to partnering with brands like Nissan, Complex, Virgin Hotels, and Dolby Institute. Dope Candi brings energy and originality. Most recently, Dope Candi partnered with the Dolby Creator Lab and Save the Music to create Soundscapes and the Lennon Bus to create a work-based learning student led projects with cutting edge technology in Compton. Check out “Ain’t Nothin Like this”.